Title: Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth: Using Design Based Research to Develop a Knowledge Building Literacy Course
Publisher: Taylor & Francis Ltd
Publication Date: 2021
Language: English
ISBN 10: 0367747057
ISBN 13: 9780367747053
Binding: Hardback
Condition: New
Weight: 453 grams

About this title

Synopsis

This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development.

Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research.

The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.

About the Author

Margaret Sheehy is Associate Professor in the Department of Literacy Teaching and Learning at the University at Albany, USA.

Donna M. Scanlon is Professor Emeritus in the Department of Literacy Teaching and Learning at the University at Albany, USA.

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